摘要
从建构主义及学习共同体理论出发,利用视频创作工具设计主题语言实践活动,创建"多元共生"的学习环境。通过个体差异及任务分工组成学习共同体,进行以学习和问题解决为主的一系列活动,并对活动进行反思评价。在此实践过程中,教师不需充当直接教学者,只作适当引导、提示、鼓励和提供反馈,充分体现学习者的技能和积极性,实现对知识的建构。
Proceeding from constructivism and learning community theory,a learning environment of 'multiplex coexistence' can be built,with designed theme activities under the help of video creation tools.Learners,by groups which are divided in accordance with learners' individual difference and the task types,take part in learning and meaningful problem-solving activities,give it Reflection and Evaluation.Teachers are not direct instructors throughout this activity,instead they just provide some guidance,hints,encourage learners and feedback,so as to show learners' competence and initiative,to help them realize knowledge construction.
出处
《现代教育技术》
CSSCI
2012年第6期113-117,共5页
Modern Educational Technology
基金
教育部人文社科基金项目"外国留学生汉语句子产生与表达的认知加工机制的实验研究"(项目批准号09YJA740053)
教育部人文社科基金项目"华文教育本科多元化办学模式研究"(07JA880060)的阶段成果
广东省学位与研究生教育改革项目"基于新技术的汉语国际教育专业学位研究生培养研究"(11JGXM-MS08)
关键词
汉语实验平台
学习共同体
语言实践活动
chinese language experimental platform
learning community
language practical activity